DAILY School SINAWILAN NATIONAL HIGH SCHOOL Grade Level 11

LESSON Teacher MARY QUENIE D. GABUTAN Learning Area ORAL COMMUNICATION IN

CONTEXT
LOG
Teaching Week Week 2 Quarter I

DAYS MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

DATE August 5, 2024 August 6, 2024 August 7, 2024 August 8, 2024 August 9, 2024

I. OBJECTIVES

A. Content The learner understands the nature and elements of oral communication in context.
Standards

B. Performance The learner designs and performs effective controlled and uncontrolled oral communication activities based on context.
Standards

C. Learning The learner

Competencies/
1. understand the meaning of communication;
Objectives 2. know the nature of communication;
3. identify the process and functions of communication; and
4. compare the different models of communication

II. CONTENT Various Models of Communication and Communication and the Elements, Process and Elements, Process and
Communication the Nature of Nature of Function of Function of
Communication Communication Communication Communication

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages
 2. Learner’s
Material Pages

3. Textbook Pages

4. Additional SLMs SLMs SLMs SLMs SLMs

Materials from
Learning Resources

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing The teacher will The teacher will review The teacher will review the The teacher will review the The teacher will review the
previous lesson or review the previous the previous lessons previous lessons previous lessons discussed. previous lessons
presenting the new lessons discussed. discussed. discussed. discussed.
lesson

B. Establishing a The teacher will let The teacher will present The teacher will let the The teacher will let the The teacher will let the
purpose for the the learners choose words which are learners fill in the missing learners take a closer look learners do the ‘Picture
lesson the letter of the best considered components vowel to complete the at the pictures and will let Talk’. The learners will
answer. of a particular model of puzzle. the learners answer the complete the table by
communication and an following questions: making a script based on
illustration. The learners the following pictures and
will try to figure out answer the questions
It an act of
where they should put below. Be specific with the
transferring What are these tools?
the components. script as to the length.
information from
one person, place, How are these
or group to another communication tools used?
is called
What tool may it be if you
a. emotion choose from among the
b. communicat tools that can deliver
ion communication effectively?
c. recitation Why?
d. delivery
What will happen if
communication does not
exist? Why?
C. Presenting This lesson will help The teacher will present Ask; The teacher will present the Ask;
examples/ us better the two remaining two remaining models of
understand the models of How do you define the communication which are: Do you think they
instances of the new nature of the communication which word “model” based on a. Schramm’s Model of understand each other?
lesson communication are: a. Schramm’s Model your own understanding? Communication; and b. Why? Why not?
of Communication; and Intermediary/Gatekeeper
Which group of people do
b. Model of Communication.
you think used
Intermediary/Gatekeepe
communication effectively?
r Model of
Why? Why not?
Communication.

D. Discussing new Models of Schramm’s Model of Models of Schramm’s Model of Process of

concepts and Communication- Communication Communication- guide Communication Communication
practicing new skill guide you to you to understand the
#1 understand the process of communication The communication
process of and how it works. process is the basis for
Wilbur Schramm, an Wilbur Schramm, an realizing the effectiveness
communication and
American scholar American scholar proposed of communication where
how it works.
proposed the act of the act of transforming a the sharing of a common
transforming a message message into a verbal or meaning occurs between
into a verbal or non- non-verbal medium, and the sender and the
verbal medium, and decoding the act of receiver.
decoding the act of interpreting the message
interpreting the message are simultaneously done by
are simultaneously done both the speaker and the
by both the speaker and listener (Fernandez, et.al).
the listener (Fernandez,
et.al).

E. Discussing new Shannon-Weaver Intermediary/ Shannon-Weaver Model- Intermediary/Gatekeeper Introducing the Elements
concepts and Model- model of Gatekeeper Model of model of communication Model of Communication of Communication
practicing new skill communication was Communication was created when Claude
#2 created when Elwood Shannon and
Claude Elwood Warren Weaver wrote an
-is frequently used in mass 1. Speaker
 Shannon and -is frequently used in article “A Mathematical communication (Padilla, et. 2. Message
Warren Weaver mass communication Theory of Communication” al, 2016), focuses on the 3. Listener
wrote an article “A (Padilla, et. al, 2016), in Bell System Technical roles of gatekeepers or 4. Channel
Mathematical focuses on the roles of Journal. intermediaries in the 5. Response
Theory of gatekeepers or communication process, 6. Feedback
Communication” in intermediaries in the giving communication a 7. Noise
Bell System communication process, two-step flow (Katz, 1957).
Transactional Model of
Technical Journal. giving communication a
Communication -
two-step flow (Katz,
Barlund’s (2008)
1957).
transactional model of
Transactional Model communication is seen as
of Communication - an ongoing, circular
Barlund’s (2008) process. It is more
transactional model interactive and has
of communication is number of process, the
seen as an ongoing, communicator, the
circular process. It message, the channel and
is more interactive noise.
and has number of
process, the
communicator, the
message, the
channel and noise.

F. Developing Students will be Students will be able to Students will be able to Students will be able to The teacher will let the
Mastery able to reiterate the reiterate the salient reiterate the salient points reiterate the salient points learners
salient points about points about models of about models of about models of
models of communication. communication. communication.
communication.

G. Finding practical Students will Students will supply Students will supply what The students will perform The students will perform
applications of supply what is what is missing on the is missing on the matrix Activity 3 Activity 4
concepts & skills in missing on the components of the two presented.
daily living matrix presented. models being discussed. 1. In Eugene White’s model
of communication, he
introduces the concept of Compare and Contrast
__________ which is the
Compare and contrast the
___________of the listeners
four models of
as monitored by the
communication using the
speaker.
 Venn Diagram.

H. Making Have students Have students make The students will perform The students will answer The learners will recreate a
generalizations & make generalizations about Activity 5. the questions in Activity 7 scene or scenario from that
abstractions about generalizations models of movie or TV series you
the lesson about models of communication. They are going to spot the Now Showing have seen by writing you
communication. similarities and own script/dialogue.
differences in the Models Questions:
of Communication
1. What movie or TV
presented guided with the
series do you like to
following criteria.
watch?
2. Are there any scenes
from that movie or
TV series that you
like the most? Why?
3. If you will be given
the chance to
change the dialogue
of that scene, what
would you like it to
be?

I. Evaluating The learners will The learners will answer the The learners will perform
Learning identify the Assessment Activity 9
communication
model described in Instructions: Choose the Instructions: Make a two-
the following letter of the best answer. minute speech about the
situations. Write the chosen letter on a following issues.
separate sheet of paper.
1. Education
1. It is the result of
monitoring the listener’s 2. Research
response.

a. channel

b. feedback

c. message

d. speaker
J. Additional
activities for
application or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who
scored below 80%

C. Did the remedial

lesson work? No. of
learners who caught
up with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my
teaching strategies
worked well? Why did
these work?

F. What difficulties did

I encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Prepared by: Noted:

MARY QUENIE D. GABUTAN LEA M. REYES

SHS Teacher III School Principal II